This study is focused on seven states, Colorado, Delaware, Kansas, Minnesota, Washington, Washington D.C., and Wisconsin and the written special education complaints filed from July 1, 2014-June 30th, 2019. The problem addressed by this quantitative, correlational design study was the lack of information on the effects of multiple predictor variables such as socioeconomic, rurality, and English language learner status on the outcomes of state complaint proceedings. The guiding theoretical theory is critical education theory, as this theory advocates for development in education that produces social change and generates an equitable education for everyone. This study utilized a total population method, and all publicly available, written complaints during the five-year time period were included. Frequency and outcome results were reported, and the variables, ELL status, rurality and socioeconomic status were tested with statistical software to determine if they had a significant correlation to the outcome of the complaints. It was determined there was no statistically significant relationship between the three variables on the outcome of the complaint. Rurality and socioeconomic status were determined to have a statistically significant impact on the proportion of state written complaints that were filed; most complaints came from non-rural and high socioeconomic status districts. Next, a multinomial logistic regression was performed to analyze the relationship between issue filed and outcome. There was a negative correlation between identification and evaluation issues and partial outcomes. It was more likely that identification and evaluation issues were present in complaints with the outcome in favor of filer or in favor of district. Lastly, the percentages of the identified special education English learner population were compared in proportion to the non-English learner special education population and it was determined there was a statistically significant difference in the number of complaints filed by those who are English learners in proportion to the reported English learner population. The results of this study suggest that states should improve access to procedural safeguards and complaint procedures for parents of English language learners in order to decrease the disproportionality found between the population in total and the population of those who filed written state complaints. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]